Palabras clave

Perspectiva ecológica, red de aprendizaje personalizada, interrelación, dimensión cognitiva, dimensión social, dimensión material, experiencia de aprendizaje semipresencial, estudiantes universitarios

Resumen

En la Educación Superior, pocos estudios han investigado simultáneamente las dimensiones cognitivas, sociales y materiales de una misma población. Desde una perspectiva ecológica del aprendizaje, este estudio examina la interrelación entre elementos clave a partir de estas dimensiones en las redes personalizadas de 365 estudiantes. Los datos procedentes de cuestionarios, análisis de aprendizaje y calificaciones del curso permiten considerar estos aspectos en la experiencia de aprendizaje y en el rendimiento académico. Los participantes registraron niveles cualitativamente dispares en el nivel de implicación en el curso, oscilando de un enfoque orientado a la comprensión a enfoques basados en la reproducción de contenidos, lo que, junto a sus opciones de colaboración, generó cinco patrones distintos. Los resultados revelaron que una orientación más comprensiva y una cooperación con estudiantes de orientaciones similares tiende a asociarse con mejores rendimientos en el aprendizaje semipresencial. Sus redes personalizadas se caracterizaron por enfoques más profundos hacia el aprendizaje presencial y virtual; percepciones positivas hacia la integración de ambos contextos; el diseño del curso, por la forma y modo de colaboración; y por una mayor implicación en las actividades en línea. El estudio tuvo implicaciones significativas de aplicación en el desarrollo teórico de la investigación en la ecología del aprendizaje, así como en la forma de guiar el diseño del currículum, la práctica docente y el aprendizaje.

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Ficha técnica

Recibido: 30-05-2019

Revisado: 14-07-2019

Aceptado: 01-08-2019

OnlineFirst: 15-11-2019

Fecha publicación: 01-01-2020

Tiempo de revisión del artículo : 45 (en días) | Media de tiempo de revisión de los manuscritos del número 62: 40 (en días)

Tiempo de aceptación del artículo: 63 (en días) | Media tiempo aceptación de los manuscritos del número 62: 72 (en días)

Tiempo de edición OnlineFirst: 171 (en días) | Media tiempo edición de los OnlineFirst del número 62: 176 (en días)

Tiempo de publicacicón final del artículo: 216 (en días) | Media tiempo de publicación final de los articulos del número 62: 221 (en días)

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Souto-Seijo, A., Estévez, I., & Sande, O. (2021). Oportunidades para el desarrollo profesional docente: una mirada desde las Ecologías de Aprendizaje. Educatio Siglo XXI, 39(2), 61-80.

https://revistas.um.es/educatio/article/view/463211

Han, F., & Ellis, R. A. (2021). Configurations of collaborations based on learning orientations amongst medical students. Advances in Health Sciences Education, 26(2), 581-598.

https://link.springer.com/article/10.1007/s10459-020-09999-2

Xhomara, N., & Karabina, M. The Influence of Online Learning on Academic Performance and Students’ Satisfaction.

https://www.dpublication.com/wp-content/uploads/2021/06/12-2031.pdf

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Han, F., & Ellis, R. (2020). Personalised learning networks in the university blended learning context. [Redes de aprendizaje personalizadas en contextos universitarios de aprendizaje semipresencial]. Comunicar, 62, 19-30. https://doi.org/10.3916/C62-2020-02

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